ature's suggestions with regard to the natural
development of human faculties; and the better recent practice in some
English and American schools verifies his statement; nevertheless some
of the best secondary schools in both countries still fail to recognise
drawing and painting as important elements in liberal education.

Modern society as yet hardly approaches the putting into effective
practice of the sound views which Spencer set forth with great detail in
his essay on "Physical Education." The instruction given in schools and
colleges on the care of the body and the laws of health is still very
meagre; and in certain subjects of the utmost importance no instruction
whatever is given, as, for example, in the normal methods of
reproduction in plants and animals, in eugenics, and in the ruinous
consequences of disregarding sexual purity and honour. In one respect
his fundamental doctrine of freedom, carried into the domain of physical
exercise, has been extensively adopted in England, on the Continent,
and in America. He taught that although gymnastics, military drill, and
formal exercises of the limbs are better than nothing, they can never
serve in place of the plays prompted by nature. He maintained that "for
girls as well as boys the sportive activities to which the instincts
impel are essential to bodily welfare." This principle is now being
carried into practice not only for school-children, but for operatives
in factories, clerks, and other young persons whose occupations are
sedentary and monotonous. For all such persons, free plays are vastly
better than formal exercises of any sort.

The wide adoption of Spencer's educational ideas has had to await the
advent of the new educational administration and the new public interest
therein. It awaited the coming of the state university in the United
States and of the city university in England, the establishment of
numerous technical schools, the profound modifications made in grammar
schools and academies, and the multiplication in both countries of the
secondary schools called high schools. In other words, his ideas
gradually gained admission to a vast number of new institutions of
education, which were created and maintained because both the
governments and the nations felt a new sense of responsibility for the
training of the future generations. These new agencies have been created
in great variety, and the introduction of Spencer's ideas has been much
facili